Insights and Challenges for Educational Leaders Supporting Families in Home Reading Practices
Bibliographic Data
| ID | 22045229 |
|---|---|
| Authors | Mark Colgate (0000-0003-3726-6403, University of Victoria, corresponding author), Orla Colgate (0000-0001-7297-8882, School of Education and Leadership, City University, Vancouver Island Technology Park 4464 Markham St, Victoria, BC V8Z 7X8, Canada) |
| Year | 2025 |
| Volume | 15 |
| Issue | 3 |
| Pages | 296 |
| Publication date | 2025-02-27 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15030296 |
| OpenAlex | W4407998546 |
| Language | EN |
| References cited | 36 |
Educational leadership plays a pivotal role in fostering effective home reading practices for families with children in kindergarten to Grade 2. This study examines the literacy environments of 135 families across four schools and includes in-depth interviews with 20 parents to identify key challenges in early reading development. The findings reveal that many parents struggle with supporting their children in decoding unfamiliar words, establishing consistent reading habits, and understanding the reading acquisition process. The research highlights the need for targeted guidance and structured strategies to enhance home literacy practices. School leaders and educators are essential in bridging the gap between classroom instruction and home reading support. By strengthening family–school partnerships, enhancing parental engagement, and implementing sustainable systems, educational leaders can empower families and improve early reading outcomes. This study provides practical recommendations for school leaders and administrators to create environments that support collaborative reading efforts, ensuring that children receive the necessary reinforcement both in school and at home
Mathematics education · Pedagogy · Political science · Sociology · Child Development and Digital Technology · Computer Science · Parental Involvement in Education · Psychology · Reading and Literacy Development
Continuity and Change in the Home Literacy Environment as Predictors of Growth in Vocabulary and Reading
Beginning Readers' Motivation for Reading in Relation to Parental Beliefs and Home Reading Experiences
Contributions of the home literacy environment to preschool‐aged children’s emerging literacy and language skills
Maternal belief systems
Parental Involvement in Children's Education
Joint Book Reading Makes for Success in Learning to Read
Parental Involvement in the Development of Children’s Reading Skill
The Effect of Family Literacy Interventions on Children’s Acquisition of Reading From Kindergarten to Grade 3
Ending the Reading Wars
Formal and informal home learning activities in relation to children’s early numeracy and literacy skills
Family Reading Behavior and Early Literacy Skills in Preschool Children From Low-Income Backgrounds
The Influence of Parent Education and Family Income on Child Achievement
Parents Adjust the Quality of Their Home Literacy Environment to the Reading Interest of Their Third to Sixth Graders
Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds
The influence of home-based reading interactions on 5-year-olds’ reading motivations and early literacy development
Children’s acquisition of early literacy skills
Growth in Reading and How Children Spend Their Time Outside of School
Effects of the Home Learning Environment and Preschool Center Experience upon Literacy and Numeracy Development in Early Primary School
Ability mindsets influence the quality of mothers' involvement in children's learning
Early reading acquisition and its relation to reading experience and ability 10 years later
Using thematic analysis in psychology
To read or not to read
| Highly cited | No |
|---|